Coming up on The Children's Hour, it's the third episode in our four-part series, Communication
Nation, Episode 3, Other Voices, Other Sounds. Today we'll explore communications that aren't
spoken with voices. Our bodies are revealing what our minds are thinking all the time. And
our first guest is a speech-language pathologist who teaches nonverbal communication skills
to kids. Then we'll meet Brad Klein and his deaf parents, Candy and Marty. Even though
Brad can hear, his first language was sign language. We'll also look into assistive technology devices
which help people communicate. We've got learning guides and activities for this episode at ChildrensHour.org.
The Children's Hour is produced by The Children's Hour Incorporated. We're a New Mexico based
non-profit organization working with children to make the best and high quality kids public
radio. You can learn a lot more about us at ChildrensHour.org. It's time for The Children's
Hour, Kids Public Radio. Do you know why my iPod is shaped like a Coca-Cola bottle?
I don't know why! Because it only plays pop music. It's time for The Children's Hour,
Kids Public Radio!
you.
Take a walk in someone else's shoes and try to understand another point of view. Look around
and you will see many faces and different personalities. Why don't you try to think about
if you had something to say but couldn't get the words out? You'd feel sad, too. So much
better with a friend helping you. So take a walk, take a walk In somebody else's shoe. Take a
walk in someone else's shoes. Just take a walk in someone else's shoes. You know we're standing
around on common ground. So take the first step, you've got nothing to lose Try to look at each
other like a sister and brother. You'll find what's special inside me and you. Everybody
join hands all over the land and take a walk in someone else's shoes. Now just imagine if
you opened a book and the letters on the pages didn't really look how you thought. They should
go, but you turned around and found a friend to show. To show you how, make sense of it
all, cause everybody needs a hand, whether big or small. So take a walk, in somebody else's
shoes. Let the star walk now. Take a walk in someone else's shoes. Someone else's going too.
Just take a walk in someone else's. Understand another point. You know we're standing around
on common ground. So take the first step, you've got nothing to lose. Try to look at each other
like a sister and brother. You'll find what's special inside me and you. Everybody join hands
all over the land and take a walk in someone else's shoes Just take a walk in someone else's
shoes. Yeah, take a walk in someone else's shoes. No, we're standing around. So take the first
step, you've got nothing to lose You've got to look at each other like sisters and brothers.
You'll find what's special inside me and you. Everybody join hands all over the land.And
take a walk in someone else's shoes. Everybody join hands all over the land Just take a walk
in someone else's shoes .Everybody join hands all over the land. And take a walk in someone
else's shoes.
That's the Swingset Mamas right here on The Children's Hour. This is The Children's Hour,
in Katie Stone, and I am delighted to be with you today and all of these kids at the outpost
and on Zoom. Hello everyone. Hello. And who do we have with us today? Hi, it's Thorfin.
Hi, it's Jo. Hi, it's Lily Mae. Hi, it's Nina. Hi, it's Max. Hello, it's Amadeus. Hi, it's
Thaniel. Hi, it's Amaya. Well, thank you all so much for being here at the Outpost Performance
Space in Albuquerque, New Mexico and on Zoom and all of you out in listener land. On The
Children's Hour, this is the third episode in our four part radio series called Communication
Nation, where we're exploring various forms of communication through languages, media
and community building. We're calling this episode Other Voices Other Sounds. And when
I say sounds, I don't just mean the ones that we hear with our ears. All of us use our bodies
to communicate through our facial expressions, gestures, posture, even our breath. That's
how we know what our parents are thinking when they just give us the look. Sometimes this
is called body language. Others call it nonverbal communication and we're going to learn more
about that from speech language pathologist Marci Laurel. There are people who only use
gestures in their bodies to communicate and we're going to meet a family who uses sign
language as their primary communication. Brad Klein is a C.O.D.A, a child of deaf adults and
his parents Marty and Candy are going to join us to teach us about sign language and deaf
culture. And you know, it's not unusual to need a little help to communicate. That's where
assistive technology can come into play. There are people who have to communicate through
technology only, and there are others who just use it to support their ability to speak aloud.
Tibbany Ho is from the Rio Rancho Public School District in New Mexico and she visited the
Sunspot Solar Studio to explain. We have a lot to learn on The Children's Hour today.
You can find more information about Communication Nation and this episode, Other Voices, at ChildrensHour.org.
Let's learn together today on The Children's Hour. This is Brady Rymer.
Try to fix.
Try to fix me, love me for who try to fix me.
So, please don't try to fix me, love me for who I am. Please don't try to fix me, love
me for who I am.
I
me show you what I know. So please don't try to fix me. Love me for who I am. Please don't
try to fix me Love me for who I am. Please don't try to fix me. Please don't try to fix
me. You gotta celebrate me. Motivate me Invigorate Love me for who I.
You're listening to The Children's Hour. I'm Katie Stone. And today, we're talking about
communication. It's easy to overlook such an essential part of our lives. We humans communicate
with our words, our technology, and even our bodies. This is Communication Nation, a special
series from The Children's Hour where we explore various forms of communication through media,
languages, and community building. This program is made possible by funding from the National
Endowment for the Humanities and the United We Stand Connecting Through Culture Initiative
and by the New Mexico Humanities Council. This is Communication Nation, Episode 3, Part
1, Non-Verbal Communication. We've already learned about how humans rely on speaking to
each other to communicate. But did you know that a big part of how we share information
uses no words at all? That's called nonverbal communication. Today we're exploring how people
use their bodies to express their thoughts and feelings and how even entire languages are
only physical. Marci Laurel is a speech language pathologist at the University of New Mexico's
Center for Development and Disability. That's somebody who works with people who need support
in expressing their own communications. We invited her to the Sunspot Solar Studio here in Albuquerque,
New Mexico to show us how a specialist like Marci teaches nonverbal communications. That
could be a lot of different things, including how we use our bodies, like how close we stand
to someone. Do we turn our body towards someone when we're talking to them? How do we use
our hands? Do we make gestures while we're talking or even when we're not talking? How do we use
our face? Facial expressions that show you're mad or you're sad or you're frustrated. Are
we loud? Are we soft? Do we sound friendly or angry? All the ways we communicate without
using words, which I think is kind of funny in a way because adults often tell children,
use your words. But actually the way we communicate is so much more than just our words. Marci
told us that a lot of the time the most important way humans communicate is with our body, face,
and tone of voice. People are watching us to see how we're communicating without words
and also if the way we communicate with our bodies matches what we're saying with our
words. If we're saying words but our body doesn't match, people feel uncomfortable and they're
always going to believe our bodies every time. So right now if I say I'm so excited to be
talking to you, it might seem like I'm excited. But if I say I'm so excited to be talking
to you, you're going to know I'm not excited, you're not going to believe my words. So it's very
important that we use our nonverbal communication. Another way it's important is that we have
to be able to read other people's nonverbal communication. we can't see a person's face
or body, it's hard to totally know what they mean when they're talking to us. We might not
feel so comfortable and safe if we can't get that match up and we don't understand it.
It's also important because sometimes we can get into trouble if we don't understand somebody
else's nonverbal communication. Say you're in the classroom and something's going on and
the teacher starts to have a voice that sounds kind of irritated. Maybe they cross their
arms or they put their hands on their hips and they show it with their face. I'm really getting
frustrated. If you can't notice that, you might end up being in trouble when you didn't really
mean to be. And the same thing goes for adults when we're talking to the people in our lives.
We learn nonverbal communication basically by watching and noticing what people are doing
when we're very, very small. And then we copy or we imitate what other people do. But then
sometimes kids don't necessarily pick up the cues of nonverbal communication on their own.
What populations might have to learn them in a different way? So sometimes kids who
have what we call neurodivergent ways of thinking and being in the world, that might be kids
who have autism or attention deficit, hyperactivity disorder, or just challenges maybe with impulsivity
that makes it hard for them to pay attention to everything going on around them might not
pick up on all of this when they're real little bitty and then they don't learn it right away
and people don't maybe realize that they haven't picked that up after all. Neuro means brain
and brain function and diversion means different from a normal path maybe. So Neurodivergent
is maybe a brain that is on a different path. That's like such a great way to say it. And
if you think about it, we're all on our own path, right? So if you expand and expand
how you think about that, we're all different in how our brains operate and how we think
about things. But sometimes we have these labels that we apply to people when it seems like
it might be helpful in knowing how to help them. Being neurodivergent can change how a person
uses or notices nonverbal communication. But that can make it hard to make friends. It's
all about sending messages and receiving messages. So if you're trying to send a message but
you're not sending the message you meant to send, or someone's trying to send you a message
but you're not catching it, then it can really affect social interaction.
It's Marci Laurel from the Center for Development and Disability at the University of New Mexico.
You're listening to The Children's Hour. I'm Katie Stone. We have a lot more coming up.
This is Communication Nation, Episode 3, Other Voices, Other Sounds.
I was thinking my own thoughts and you your own thoughts and we were talking quite a lot
and no one
was thinking my own way say would sway till something funny happened on the way to better
things. I'm listening. Life is black and white, just me. I'm listening. There are colors I
don't see. I'm listening. Here's a new full... I'm listening,
I'm listening, I'm listening, I'm listening,
you.
Thinking your own thoughts and I was thinking my own thoughts. We were like two ships so
lost out on the darkened sea.
I shot out a warning flare. You threw rope into midair. We both felt so much better there.
Seeing you and seeing me I'm listening Life is black and white, just me I'm listening. There
are colors I don't see. Here's a new philosophy Talk until we get to meet You can help me
truly see uh I'm thinking of.
Then you're alone.
The songs you sing and after all the times you bring and as we swing.
Life is black and white just me. There are colors I don't see. Here's a new philosophy.
Talk until we get to meet. You can help me truly see.
That's Doctor Noize and Justin Roberts. I'm Listening. You are listening to The Children's Hour. I'm
Katie Stone and this is episode three of our four part radio series, Communication Nation.
This series is also available as curriculum for teachers. You can learn a lot more about
it at childrenshour.org. Look for Communication Nation. You're listening to The Children's
Hour, Kids Public Radio. We'll be right back. The Children's Hour is a production of The
Children's Hour, Inc. We're a New Mexico-based nonprofit organization, and we're funded by
listeners just like you. Learn more at Children'sHour.org. The New Mexico Department of Cultural Affairs
supports The Children's Hour. Museum Hill in Santa Fe, New Mexico is where arts, culture,
and nature converge. Plan your visit at MuseumHill.net. Keep up with The Children's Hour and sign
up for our monthly newsletter at childrenshour.org. Taka din nam tadiko Taka janaku Kupa Taka
Taka Kupa Taka tadin Kupa Taka janaku Tadin Kupa Taka Taka din Taka tadin Taka Taka tadin
Taka tadin tadin Taka tadin Taka tadin Taka tadin Taka tadin Taka tadin Taka tadin Taka
tadin Taka tadin Taka tadin tadin tadin tadin
Taka Taka Dhimmi Taka Tata Jam Taka Dhimmi Taka Tata Jam Taka Tata Tata Jam Taka Tata Tata
Jam Taka Tata Jam Tata Jam Taka Tata Jam Taka Taka Tata Jam Taka Dhimmi Tari Ku Dhan Ku Dhan
Ku Jan Ku Gen Ku Tung Ku Pundari Kadada Kaara Kaara Tum Turgu Taka Taka Turgu Taka Turgu
Taka Taka Turgu Taka Turgu Taka Turgu Taka Turgu Turgu Taka oh you oh
That's Sheila Chandra from Weaving My Ancestors Voices with Speaking in Tongues 1. You're
listening to The Children's Hour. This is Communication Nation episode 3. Other voices, Other Sounds.
We're talking with Marci Laurel. She's a speech language practitioner and she is explaining
to us about the purpose and function of nonverbal communication. That means the communication
we do with our bodies without even thinking about it. As we're learning about the importance
of nonverbal communication in our lives, for some people, those cues don't come so easily.
How do you teach neurodivergent people about nonverbal communication? It's tricky. If
somebody's struggling with their nonverbal communication, either using their bodies and their faces and
their voices to communicate, or they're not catching other people's messages, And if they
think it would be helpful to them, or maybe if they're younger, their parents and their
teachers think so, then we might help them to notice. We might practice by making big, dramatic
expressions. Sad, angry, happy, you name it. And then Marcy told us they practice labeling
those feelings. Maybe we give the person clues about what to look for and what it means as
part of an interaction. or maybe we record our voices, or maybe we watch videos and try to
ascertain or think about what somebody's trying to communicate with their bodies and their
faces and their hands, all of those ways we talked about. So it's kind of like being a
detective. We learn to kind of clue by clue, learn to pay attention to what this nonverbal
communication is and what it means. But here's where things get a little complicated. Not
everybody wants to communicate in the same ways. Say one person may not like making a lot of
eye contact. If that's not comfortable for you, for whatever reason, maybe you just learn
to turn your shoulders toward that person. You don't have to look right at them, but you
show them with your body that you're interested. So we have to be careful not to get so stuck
that the right way is one way, when the right way is really many ways. Can you talk a little
bit about how nonverbal communication here might be different from other places in general?
How is a kid supposed to know how to behave in different circumstances? So there's differences
in nonverbal communication across cultures, whether that's a different country or a different
part of this country or different families. There are differences in the rules that apply.
And the most important thing about this is that sometimes we're sending messages that we don't
mean to send. Like if I'm a person that likes to get real touchy feely and I want to put
my arm around you, I want to stand real close to you, and that's my way of showing that
I'm really interested in communicating with you, but you feel like I'm just getting way
too close and you don't even know what I mean by that, now we have a miscommunication. This
goes for how big our gestures are. Do I use my body in a big way? Or do I keep my body
kind of quiet when I'm talking? This would again go for the use of my voice. Am I kind
of loud for you? Or is it an understanding that my voice volume goes up when I get excited?
It's the way I am. It's the way my brain is. Can you tell from the nonverbal communication
of the people you're talking to, whether they're receiving you and your communication well or
not. It goes back to that detective work. What does somebody's face look like if they're a
little uncomfortable? Are they stepping back a little bit with their body? Are they leaning
in to show they're with you? Or are they kind of backing all the way away because they're
not comfortable with your way of communicating? Sometimes it really takes a lot of paying
attention. to make sure our messages are going back and forth just the way we want them to.
When it comes to people who are neurodivergent, maybe some of us who are not neurodivergent
misunderstand them. And they're not understanding our nonverbal communication and we're not understanding
their nonverbal communication. Why should we be aware that this is the case? So it's so
important for us in every avenue of our lives. whoever we're talking to and being with, right?
But especially we already talked about how some people who are neurodivergent might find these
types of interactions challenging in different ways or just interact in different ways. So
the first thing I would say is it's so important to always think the best of everyone. Don't
jump to the conclusion that something is happening that is against you or not right before
we even know what's happening. Stay with the interaction. ask questions sometimes to better
understand what the person is feeling or if the person stands too close we could give
them some clues that maybe we want to step back a little bit but not to judge. It's so important
not to judge because everyone in every circumstance is absolutely doing the best they can and
everyone in every circumstance wants to have a good communication. Everyone does.
Marci Laurel. She's a speech-language pathologist at the University of New Mexico's Center for
Development and Disability. She's somebody who helps people of all ages communicate better.
You uh shows how I'm feeling. I when feeling happy I frown when feeling down. My face shows
how I'm feeling. My eyes are open wide when I feel surprised. Your face shows feelings
too I'll look to you. Because your face shows how you're feeling. When you smile I know you're
happy. When you frown I know you're down. When you bite your lower lip it means you're nervous.
And when one eyebrow lifts you're curious. When your eyebrows join together. You may be furious.
Our faces show our feelings. We smile when we are happy. We frown when feeling down.
Our faces show our feelings. We look to one another, watch faces to discover. Feelings
That's Lindsay Munroe right here on The Children's Hour. We just learned that nonverbal communication
is a big part of how we talk to each other. But did you know that many people across the
world communicate only with their hands, face, and body? Maybe you've heard the word deaf
before. That's when a person has impaired hearing. A person can be born deaf or become deaf after
an injury or illness. Some deaf people can only pick up certain sounds while others don't
hear anything at all. They can't listen to you or me talking or even hear their own voice.
So using words can be hard. And that's why many rely on sign language. Brad Klein is
a comedian. His parents, Candy and Marty, were born deaf. Together, they speak using sign
language. I tell a lot of my friends who have hearing parents, that my life growing up was
very similar to theirs. I learned sign language just like all of us learned English. As an
infant, you absorb everything and anything around you. There are 270 countries in the
world, but over 300 different sign languages. And that's because sign language can also
be partly regional. Sometimes a north part of a country will have a slightly different
sign language than the southern part of the country. About 11 million people in America
identify as deaf. That's less than 5 % of our population. Deaf people are part of a small
community and sometimes people assume that makes life more lonely. Very few hearing people
know sign language, but Marty told us that assumption isn't so true. We deaf people do not feel
lonely because we always get together. It's a common band. Candy says deaf people have
a vibrant social world and a culture all of their own. This is my mom's voice and you
can hear how different it is. Because she can't hear her own voice. But she can feel
the vibrations. That's how she learned speech therapy was in the vibrations of how words
sounded. There's a Chicago club for the deaf where we're from, where we go bowling together,
we socialize, go out to dinner together. Way back in my time, sign language wasn't always
allowed in school, but now it's definitely allowed in school and a lot more families get
involved in learning sign language. So deaf people don't feel lonely anymore. If you're
deaf and you can't read lips, how do you communicate with people when you do important stuff like
bank meetings? Do you always have to bring an interpreter with you or can you sometimes
get by with just visual communication? Great question. When my boss asked me for an important
meeting, I always say, bring an interpreter so that there's no miscommunication. If it's
one-on-one, I will just ask them to write it down or I'm pretty good at lip reading. Martin
is holding up his iPhone. How do you use it, Martin, to communicate? Do you actually type
the message out? This is the app that converts speech into text. And I read it at the same
time, real time, and it's perfect. I think it's also important for me to bring up what's called
the ADA. It's the Americans with Disabilities Act. It's the right of my parents to have equal
and opportune communication in public settings, such as doctor's offices, public meetings,
news conferences, so that they have the ability to understand and be on equal footing to everybody
else. So while my dad does prefer the live transcription, he is entitled to having an interpreter there,
which has happened when I had to go to the emergency room as an eight-year-old, the doctors tried
to talk to me and said, can you interpret for your parents? And my parents had to be firm
and say, under the Americans with Disabilities Act, we have the right to an interpreter for
this very important communication about my son's health. So while I do interpret for little
things like if we're out at a restaurant and my mom says, you just tell him I wanted iced
tea? Sure. But if we're talking about buying a mortgage, a bank meeting, a doctor's visit,
it's incredibly important for my parents to have clear and concise communication. And
the Americans with Disabilities Act allows us to do so.
When we're thinking about communication, all of us sitting in this room and listening on
the radio, because by nature of radio listeners, it's usually people who can hear. So what
could we who can hear do to make our communities more inclusive for people who cannot hear?
Captioning on everything. Accessibility for some is accessibility for everybody because
everybody can benefit when you have it. It's about the mindset. They have to know that
access is very, very important between two or more people. Most importantly for us,
for communication, it's to understand what's going on. Sometimes the communication falls
off. People say, we'll tell you later. And that's the challenge for us. We want to be
involved. And we can do anything but hear. And so we enjoy having live captioning, is
what we're using right now, along with the interpreter. We really appreciate so much the
technology and the deaf children nowadays have so much more access than we did in our days.
was Brad Klein interpreting for his mom, Candy. Brad is a hearing comedian out of Chicago
and his parents, Candice and Martin Klein, otherwise known as Candy and Marty, are deaf.
Have you ever heard of sign language? It's a way many people talk using their hands and
body instead of words. Kind of like dancing. We're gonna learn a little bit today.
Let's sign some phrases together. Just copy what I do.
Now your turn. um Great job!
There you go. See you later.
a guessing game. I'll do a sign and you have to guess what it means by hopping to the left
or the right. Let's go!
Oh well, let's dance!
Talking With My Body is Danny Go! Right here on The Children's Hour, and we're thinking
about talking with our bodies as we spoke with Brad Klein and his parents, Marty and Candy.
That family uses sign language and talks with their body all the time. We're all doing it
all the time, whether or not we notice. We're speaking with our gestures, our looks, even
our stance. So much to learn today about nonverbal unspoken communication and we have more coming
up about how assistive technology is being used to help even more people communicate.
You're listening to The Children's Hour. Kids Public Radio. We'll be right back. Users at
tokenibis.org donate to The Children's Hour every week without spending a dime. You can
learn more at tokenibis.org. Thanks to the Outpost Performance Space in Albuquerque, New
Mexico for hosting The Children's Hour. Support for The Children's Hour is provided by United
Way of North Central New Mexico. Support provided by the City of Albuquerque and the Urban Enhancement
Trust Fund. The Children's Hour is supported in part by New Mexico Arts, a division of the
Department of Cultural Affairs, and by the National Endowment for the Arts. Keep up with
The Children's Hour and subscribe to our monthly newsletter at ChildrensHour.org.
Just one thing, it will be, oh, okay. Not do it, wake up, it's for tasteful and useless
And time like these. Won't be made useless. Won't stand there like I don't do I'll get
myself around my feet. To light the darkness out there.
Listen after, hopes us create a peaceful world. Today never after. No more fights, let's all
unite. For some will stand up for what's right and what's wrong. But there's a child who
has no voice, their eyes shall go singing.
That's Aaron Nigel Smith. You're listening to The Children's Hour. This is Communication
Nation, Episode Three, Other Voices, Other Sounds. We've learned that many people talk without
speaking words to each other. Our nonverbal communications send cues about what we're thinking.
Sometimes people use physical languages like American Sign Language, but other times people
just need support in order to speak. Tibbany Ho is a speech language pathologist just like
our friend Marci Laurel. But her job looks a little different. She's an assistive technology
coordinator at Rio Rancho Public Schools in Rio Rancho, New Mexico, a suburb of Albuquerque.
Her job focuses on helping kids use assistive technology to communicate. Assistive technology
in general is any device, program, or equipment that helps somebody with a disability be able
to access their environment. And that can look differently depending on the person. Some people
use what we call unaided forms of communication, like gestures, facial expressions, head nods.
And then we have what we call aided, and that means they need some other device or system
in front of them. Tibbany told us that while some may not communicate with spoken languages,
everybody has a voice. Alternative Assistive Communication, or AAC, make sure that people
can use it. People that are using augmentative communication are communicating and using
their form of communication in the same ways that we all communicate. That system could
be simple and low tech, a pencil and paper, a board used to write words, or a book with
pictures to point at. And then we have our high-tech communication systems, which might look like
an iPad, again with picture symbols, but when they press it, it might open to more pages
and give them access to more vocabulary. People of all ages and backgrounds rely on high-tech
speech assistants. Congresswoman Jennifer Wexton made history as the first sitting Congressperson
to give a speech at the United States House of Representatives using speech technology.
Speaker, last year I was diagnosed with Progressive supranuclear palsy or PSP. PSP makes it very
difficult for me to speak and I use an assistive app so that you and our colleagues can understand
me. Why might somebody need to rely on assistive speech technology? How does it help? Some people
don't develop speech the same way that we do, or they might be difficult to understand.
Sometimes we have people with language differences too. In our school district, we have universal
communication boards in the classroom that we use with all of our students, including students
with disabilities, students that come from other countries that speak different languages
that are having a hard time expressing their communication with others. So using it in
a more universal way to be able to connect with each other. Even as technology is getting
better and better, you think about your phones if you've ever used Siri and Alexa, right?
It could be used and considered a piece of assistive technology to help somebody access something
that's a tool that a lot of us use all the time. And the words people are using with
assistive technology are the same words that we use too. Over time, we've also developed
more detailed picture symbols to use in speech assistance. For example, if I have a picture
of a house and I'm pointing to the picture of the house, that could mean a lot of things,
right? That could mean something happened at home that I want to tell you about or I want
to go home. Today, speech tools encompass far more than simple images. At Rio Rancho Public
Schools, Tibbany says there are detailed communication boards in classrooms and even on the playground.
We're talking about your pronouns like I, you, he, she, it's verbs and action words,
describing words. These are the boards that we have up around our school. And we've found
that not only is it supporting students that need that for communication and speech, but
also who might come from other languages and have language differences that make it
difficult to communicate in the classroom. They're using the boards too to communicate with their
teachers and their peers. Whether we're using body language, sign language, or AAC, having
access to nonverbal communication brings us closer. We can share our feelings and ideas
more easily. But there might be differences in the way communication happens when two people
aren't vocally speaking. A conversation might take longer. It could have a different rhythm
or it could require pauses. You know, as a communication partner, there are some good
things to kind of keep in mind if you're talking to somebody that uses assistive technology.
It definitely takes more time to create a message. So being patient when you're talking to somebody.
who's using assistive technology is a good strategy. When we're patient, we're kind.
And when we're kind, we have the best communication together. We listen without judgment, and
we can learn so much from each other. You've been hearing from Tibbany Ho. She's the Assistive
Technology Coordinator at Rio Rancho Public Schools in New Mexico.
Do you see?
see with your eyes. If all that you see is the outside of me, then I think you might
be surprised that inside of me lives a spirit that's free, a spirit that soars through the
skies. It's right here before you, it's easy to see When you look into my eyes So many
things that I'll never do. So many things I can't say. Anyways, I'm exactly like you If
you let me, I'll show you the way. Don't see what I can do. There's so much I can. The outside
of me is just one part. Before you can know me, must understand. Sometimes you both see with
your heart I've climbed every mountain, I've swam every sea I'm following the birds in
the skies It's all here inside me, beneath what you see. You can feel it If only you'd
fly And tell me. What do you see. When you're looking at me? What do you see through your
eyes? If all that you see Is the outside of me? That I think you might be surprised.
That inside of me lives a spirit that's free. A spirit that soars through the skies uh It's
right here before you, it's easy to see When you look into my eyes Won't you look into my
eyes?
phone. Please see me as more than a dog that you throw a bone. Let's go for a walk Yeah,
let's go outside No, I don't wanna hop in the car and go for a.
A genuine encounter of the first degree I need you to stop what you're doing and look at me.
Look at me
Look at me, look at me, look at me, look at me now! Look at me, look at me, look at me,
look at me, look at me, look at me now!
You're awfully busy. Got things to do. Just give me a moment of time with you I've got all
these ideas. I want you to see. There's a person who's growing up inside of me
I need your full attention. And I deserve it too I'm somebody important. I'm a part of you
A part of you. Look at me, look at me, look at me, look at me, look at me, look at me,
look at me now Look at me, look at me, look at me, look at me, look at me, look at me now.
Look at me, look at me, look at me, look at me, look at me, look at me now! Look at me,
look at me, look at me, look at me, look at me, look at me, look at me now!
Please don't be angry. I'm just a kid. I'm only doing the things that you once did. oh.
From an oldie but goodie, a release by Sara Hickman called Big Kid right here on The Children's
Hour, was Look At Me. Look Into My Eyes was before that with Annivar Salgado performing.
He's a young man with cerebral palsy who uses assistive technology devices for communication.
Communication Nation Episode Three, Other Voices, Other Sounds, is part of a larger podcast
series of short form podcasts for teachers to use this series in the classroom. We have
learning guides and activities posted at ChildrensHour.org. Look for Communication Nation. We have time
for just one more here on The Children's Hour. We're going to go out with Frances England.
This is from Blink of an Eye. Tell Me It All, and I hope you will. We'll catch you next
time for another edition of The Children's Hour. Sometimes it hurts and sometimes you cry.
Sometimes it's not so easy to be young. To be small, to be you. Sometimes you just need
a friend to sit down beside you. Who won't talk, who won't ask, who'll just wait for
you I'll wait for you to tell me it all. Tell me it all, you can tell me it all. Tell me
it all, tell me it all. Tell me it all, you can tell me it all. Tell me it all
The Children's Hour is produced by The Children's Hour Incorporated, a New Mexico non-profit.
You can find photos, playlists, learning guides, and activities for every episode at ChildrensHour.org.
Today's show was written and produced by me, Katie Stone, with Christina Stella. We had
production help from McKenzie Graunke, Sarah Gabrielli, and Thaniel Lentz. Chad Scheer recorded
us at Outpost, and Amber Shiel writes our learning guides. Find the ones for this show at childrenshour.org.
for Communication Nation. Find our podcast wherever you listen to podcasts or go to our
patreon.com slash The Children's Hour. Or ask your smart speaker to play The Children's Hour
podcast. Our music was written by C.K. Barlow. The Children's Hour is distributed by Native
Voice One, the Native American radio network. Thanks for listening to the Children's Hour
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